Year 4 HASS Term Overview

Term 3, 2021
Mrs Marni Vollprecht & Miss Jordyn Sheldrick
WEEK CURRICULUM OUTCOMES Learning Intention/s Resources/Assessment
Scsa Math Curriculum v8.1
1 Curriculum Content:  Map the 7 Continents of Resources:
 The main characteristics the World.  World Map Jigsaw
(e.g. climate, natural vegetation,  Map Australia.  Australia Blank map
landforms, native animals) of the  Examine the continent  ‘Africa PowerPoint’
continents of Africa and Europe, and the of Africa. Assessment:
location of their major countries in relation  Work Sample: Are students able to map the according places/land masses?
to Australia (ACHASSK087)  Judging Standard:
 Locates some selected places on a map and identifies the main
characteristics of the natural environments of Africa and Europe. 

2 Curriculum Content:  Examine the Continent Resources:

 The main characteristics of Africa.  ‘Africa’ PowerPoint
(e.g. climate, natural vegetation,  Describe the climate of  Africa Map
landforms, native animals) of the Africa.  All About Africa activity sheet.
continents of Africa and Europe, and the  Describe the vegetation Assessment:
location of their major countries in relation and landforms of Africa.  Work Sample: Are students able to map the according places/land masses?
to Australia (ACHASSK087)   Describe the animals  Are students able to describe the continent of Africa?
that inhabit the African Judging Standard:
continent.  Locates some selected places on a map and identifies the main
characteristics of the natural environments of Africa and Europe. 
 Describes the interconnections between places, people and animals at the
local and/or global scale.
3 Curriculum Content:  Examine the Continent Resources
 The main characteristics of Europe.  ‘Europe’ PowerPoint
(e.g. climate, natural vegetation,  Describe the climate of  Europe Map
landforms, native animals) of the Europe.  Exciting Europe activity sheet.
continents of Africa and Europe, and the  Describe the vegetation Assessment
location of their major countries in relation and landforms of  Work Sample: Are students able to map the according places/land masses?
to Australia (ACHASSK087)  Europe.  Are students able to describe the continent of Europe?
 Describe the animals Judging Standard:
that inhabit the  Locates some selected places on a map and identifies the main
 European continent. characteristics of the natural environments of Africa and Europe. 
 Describes the interconnections between places, people and animals at the
local and/or global scale.

4 Curriculum Content:  Explain the Biomes that Resources

 The main characteristics exist in Australia.  Biomes PowerPoint
(e.g. climate, natural vegetation,  Describe the Biomes  Biome Activity sheet.
landforms, native animals) of the that exist around the Assessment
continents of Africa and Europe, and the world.  Work sample – are students able to identify different Biomes from around the
location of their major countries in relation
world.
to Australia (ACHASSK087) 
Judging Standard:
 Locates some selected places on a map and identifies the main
characteristics of the natural environments of Africa and Europe. 
 Describes the interconnections between places, people and animals at the
local and/or global scale.
5 Curriculum Content:  Compare and contrast Resources
 The main characteristics the Biomes that exist in  Link to Art diorama.
(e.g. climate, natural vegetation, Australia compared to
landforms, native animals) of the Africa and Europe. Assessment
continents of Africa and Europe, and the
 Link to Art diorama.
location of their major countries in relation
Judging Standard:
to Australia (ACHASSK087) 
 Locates some selected places on a map and identifies the main
characteristics of the natural environments of Africa and Europe. 
 Describes the interconnections between places, people and animals at the
local and/or global scale.
6 Curriculum Content:  Students define what a Resources
 The importance of environments to animals resource is, where it  Recourse Match Up Worksheet.
and people, and different views on how they comes from and recall  Large paper with graffiti topics on them e.g. wood, water, meat, paper and
can be protected (ACHASSK088)  examples of uses. fabric
 The natural resources (e.g. water, timber,  Students compare  Renewable/Non-Renewable Posters
minerals) provided by the environment and
different views on how they can be used
renewable and non-  Renewable/Non-renewable Cut and Paste.
sustainably (ACHASSK090)  renewable resources Assessment
and understand the  Work Sample: Worksheet- Students are able to correctly match each resource
difference between the to where they came from.
two.  Students are able to correctly sort renewable from non-renewable resources.
Judging Standard:
  Describes the interconnections between places, people and animals at the
local and/or global scale.
 Identifies different views of how the environment can be managed and/or
protected.
7 Curriculum Content:  Students understand Resources
 The importance of environments to animals what sustainability is  Sustainability Sheet
and people, and different views on how they and why it is necessary.  Original Sustainability Definition
can be protected (ACHASSK088)  
 The natural resources (e.g. water, timber,
Students examine the  Sustainability as a fairy tail: https://www.youtube.com/watch?
different types of v=fKWQuU0sHPw
minerals) provided by the environment and
vegetation.
different views on how they can be used  Sustainability: https://www.youtube.com/watch?v=hHl09q5kk0k
sustainably (ACHASSK090) 
 3 Pillars Video: https://www.youtube.com/watch?v=ijSSe66865w
 Radio Broadcast http://splash.abc.net.au/home#!/media/525907/indigenous-
perspective-on-sustainability
 Discussion Topic
 Types of Vegetation Retrieval Charts – PREP: On each sheet highlight one
type, swapping colours each time you repeat headings. If your number of
students is not a multiple of 5 you will need to double up some headings and
colours.
 Types of vegetation posters
 Animal Presentation
Assessment
 Sustainability sheet- Students have correctly defined sustainability, described
the three pillars and give examples of each.
 Summative: Types of Vegetation Retrieval Chart- Students completed
retrieval chart with all sections filled in.
Judging Standard:
 Describes the interconnections between places, people and animals at the
local and/or global scale.
 Identifies different views of how the environment can be managed and/or
protected.
8 Curriculum Content:  Students describe the Resources
 The importance of environments to animals importance of habitats,  Protecting Animal Habitats Comprehension (Includes answer key)
and people, and different views on how they the environment and  Why is the Environment Important? Answer template (or they can do it on
can be protected (ACHASSK088)  vegetation to animals. lined paper).
 The natural resources (e.g. water, timber,
Assessment
minerals) provided by the environment and
different views on how they can be used  Summative: Why is the Environment Important? Answer- Students are able
to give reasons why the environment is important.
 sustainably (ACHASSK090)  Judging Standard:
 Describes the interconnections between places, people and animals at the
local and/or global scale.
 Identifies different views of how the environment can be managed and/or
protected.
9 Curriculum Content:  Students summarise the Resources
 The importance of environments to animals local waste  Waste Flow Chart 웃
and people, and different views on how they management and
can be protected (ACHASSK088)   Recycling Video: https://www.youtube.com/watch?v=NYux4-KIY1o
recycling program.
 The natural resources (e.g. water, timber,  https://www.youtube.com/watch?v=3N8EdY76xPs
minerals) provided by the environment and (This one is Australian but has no speaking so doesn’t give the answers to what
different views on how they can be used the recyclables are turned into.)
sustainably (ACHASSK090) 
 Extra video on organic waste if desired: https://www.youtube.com/watch?
v=ob-eiooULjw
Assessment
Formative: Worksheet- Students correctly complete the flow chart.
Judging Standard:
 Describes the interconnections between places, people and animals at the
local and/or global scale.
 Identifies different views of how the environment can be managed and/or
protected.
10 Curriculum Content:  Students analyse how Resources
 The importance of environments to animals resources are used in  Post it notes for Card Cluster so results can be sorted on to a board
and people, and different views on how they their school and its  Paper for group brainstorms
can be protected (ACHASSK088)  sustainability practices.  Information on a local organisation or group that manages natural vegetation
 The natural resources (e.g. water, timber,  Students identify in your local community. You can tell students about it, provide a fact sheet,
minerals) provided by the environment and
different views on how they can be used
important vegetation in explore their website or bring in a guest speaker.
sustainably (ACHASSK090)  the local community and  Organisation/Group Questions
how it is sustained. Judging Standard:
 Describes the interconnections between places, people and animals at the
local and/or global scale.
 Identifies different views of how the environment can be managed and/or
protected.
Assessment
 Summative: Worksheet- Students can describe how a local organisation or
group cares for natural vegetation in your area.
 Summative: Retrieval Chart- All sections are completed using key words
rather than whole sentences.
Judging Standard:
 Describes the interconnections between places, people and animals at the
local and/or global scale.
 Identifies different views of how the environment can be managed and/or
protected.